Classroom code-switching in post-colonial contexts: Functions, attitudes and policies

By G. Ferguson. 2003

251 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/27db56cb0300acab08bac3b46159f71a37264c12

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Language and Linguistics

1. E. Macaro
2. Lili Tian
3. G. Hall
4. Guy Cook
5. J. Barnett
6. M. de Courcy
7. Mingfa Yao
8. Hilda Cahyani

In Literature and Literary Theory

1. E. Macaro
2. Lili Tian
3. G. Hall
4. Guy Cook
5. J. Barnett
6. M. de Courcy
7. Mingfa Yao
8. Hilda Cahyani

Citations in the corpus

• Own-language use in language teaching and learning (2012, background): “For further discussion of the functions of classroom code-switching in other postcolonial contexts in Africa, see, for example, Ferguson (2003) and Opoku-Amankwa (2009).”
• On Attitudes to Teachers’ Code-switching in EFL Classes (2011, background): “Generally speaking, as Ferguson (2003) pointed, “far from being an indicator of deficiency in the use of one or both languages, switching codes requires high levels of bilingual proficiency.” (p. 45) 3.1.2 Attitudes to CS in relation to subject access This part tries to investigate teachers’ views o”
• Teachers’ code-switching in bilingual classrooms: exploring pedagogical and sociocultural functions (2018, methodology): “Another theoretical framework employed in this study relates to the pedagogical functions of classroom code-switching (Ferguson 2003, 2009).”
• Comparing the effect of teacher codeswitching with English-only explanations on the vocabulary acquisition of Chinese university students: A Lexical Focus-on-Form study (2012, background): “This socio-cultural perspective began to run parallel, especially in the case of English as a global language, with the belief that to exclude the learners’ L1 was an imposition bordering on linguistic imperialism (Phillipson, 1992) or that it undermined the personal identity bestowed by the L1 (Can”
• Why that, in that language, right now? Code-switching and pedagogical focus (2005, background): “…Lin 1996) which fall into this category, specifically analyse CS which “often contextualises a shift of ‘frame’ (Goffman 1974) away from lesson content and towards some ‘off-lesson’ concern –to discipline a pupil, to attend to latecomers, to gain and focus ppils’ attention” (Ferguson 2003: 42).”